HOW LONG DOES IT TAKE FOR ENGLISH LEARNERS TO BE RECLASSIFIED AS ENGLISH PROFICIENT?

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dc.contributor.advisorMacSwan, Jeffen_US
dc.contributor.authorAnand, Supreeten_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2018-07-17T05:41:19Z
dc.date.available2018-07-17T05:41:19Z
dc.date.issued2018en_US
dc.description.abstractEnglish Learners (ELs) constitute one of the fastest growing student populations enrolled in K–12 schools. One important factor influencing the academic achievement of ELs is attaining English language proficiency (ELP). Once ELs attain ELP, they are reclassified as English proficient. In practice, exiting or reclassify ELs indicates that they no longer need or receive specialized language supports or regular monitoring using ELP assessments. Reclassification is a high-stakes decision. A change from an EL to a non-EL status may impact state and federal funding. Some federal and state funds are allocated based on the per-pupil count of ELs enrolled in a school district. Understanding the relationships between reclassification policies, reclassification rates, and reclassified student outcomes is necessary to make decisions about resources and expectations for ELs. This study explored the population of ELs in one state and addressed the following research questions: 1. How long does it take ELs to be reclassified as English proficient based on the criteria established by the New Mexico Public Education Department (NMPED)? 2. Does the probability of reclassification vary by grade cluster when first enrolled in the state’s public schools? 3. How do select individual student-level and family-level characteristics impact the probability of reclassification for students in the same grade cluster or who have been ELs for the same amount of time? The analytical sample consisted of ELs who started school for the first time in SY 2010-11 (Cohort 1) or in SY 2011-12 (Cohort 2) and who were continually enrolled during the observation period ending in SY 2015-16. The sample included students enrolled in all grades K-12; no new students were added to the analytical sample. The data were analyzed using a discrete survival analysis. The results indicated that ELs starting school in grades K-8, took on the average of four years to achieve ELP. ELs starting school in upper grades were reclassified faster than ELs who starting in Kindergarten. ELs identified as Hispanic or Latino, received free or reduced lunch, and receiving Special Education services had longer median times to ELP than their peers.en_US
dc.identifierhttps://doi.org/10.13016/M2ZC7RX8V
dc.identifier.urihttp://hdl.handle.net/1903/20796
dc.language.isoenen_US
dc.subject.pqcontrolledEducationen_US
dc.subject.pqcontrolledEducation policyen_US
dc.subject.pquncontrolledEL outcomesen_US
dc.subject.pquncontrolledELP variablesen_US
dc.subject.pquncontrolledenglish language proficiencyen_US
dc.subject.pquncontrolledEnglish learnersen_US
dc.subject.pquncontrolledtime to proficiencyen_US
dc.titleHOW LONG DOES IT TAKE FOR ENGLISH LEARNERS TO BE RECLASSIFIED AS ENGLISH PROFICIENT?en_US
dc.typeDissertationen_US

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